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Familiar ‘Innovative’ Spaces: ECE, Drama, Physical Education, and Marae-Based Learning
New Zealand Journal of Educational Studies Pub Date : 2021-07-09 , DOI: 10.1007/s40841-021-00206-3
Claire Coleman 1 , Jane Luton 2
Affiliation  

Empty spaces, open spaces, prefabricated buildings, disused school halls, patches of grass and suchlike have long been the teaching spaces of subjects such as Drama and Physical Education; likewise, ECE and Marae-based learning are other ‘marginalised’ domains of education in Aotearoa New Zealand today. Subjugated in the educational landscape, these areas have often had to make do, and innovate pedagogy out of necessity. Arguably, these domains have been navigating the issues related to Innovative Learning Environments (ILE) for many years. In this article, these domains provide the four focus areas of education, for thinking about the relationship between space and pedagogy. As dynamic and interactive forms of education, ECE, PE, Drama and Marae-based learning require practitioners who cultivate students’ relational and collaborative skills, essential to twenty first-century competencies. This article highlights: the nature of the physical spaces allocated to teachers in these four domains; how the spaces contribute to pedagogy; and what lessons are on offer for ILE practice. Three elements serve as a framework (the ‘3-R’ framework) to guide our discussions of how teachers working in these four foci navigate physical spaces:

  1. 1.

    Remembering what spaces went before, and how did they inform praxis?

  2. 2.

    Relating how does space shape our social interactions?

  3. 3.

    Rekindling how can we support innovative pedagogy through the use of space?

Using this framework, we consider each of the four foci in turn, to identify key considerations for ILE practitioners, and offer provocations for re-conceptualising pedagogy in relation to space.



中文翻译:

熟悉的“创新”空间:ECE、戏剧、体育和基于 Marae 的学习

空地、开放空间、装配式建筑、废弃的学校礼堂、一片片草地等长期以来一直是戏剧和体育等学科的教学空间;同样,ECE 和基于 Marae 的学习是当今新西兰 Aotearoa 的其他“边缘化”教育领域。受教育领域的影响,这些领域往往不得不凑合,并在必要时创新教学法。可以说,这些领域多年来一直在解决与创新学习环境 (ILE) 相关的问题。在本文中,这些领域提供了教育的四个重点领域,用于思考空间与教育学之间的关系。作为动态和互动的教育形式,ECE、体育、戏剧和基于 Marae 的学习需要从业者培养学生的关系和协作技能,20世纪能力必不可少的。本文重点介绍:在这四个领域中分配给教师的物理空间的性质;空间如何为教学做出贡献;以及为 ILE 练习提供哪些课程。三个元素作为一个框架(“3-R”框架)来指导我们讨论教师如何在这四个焦点中导航物理空间:

  1. 1.

    记住之前有哪些空间,以及它们是如何通知实践的?

  2. 2.

    有关如何空间塑造我们的社会互动?

  3. 3.

    重新点燃我们如何通过使用空间来支持创新教学法?

使用这个框架,我们依次考虑四个焦点中的每一个,以确定 ILE 从业者的关键考虑因素,并为重新概念化与空间相关的教学法提供启发。

更新日期:2021-07-09
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